Greg William Misiaszek
Biographic Data
| ID | 2531161 |
|---|---|
| NAME | Greg William Misiaszek |
| GIVEN NAMES | Greg William |
| FAMILY NAME | Misiaszek |
| SIGNATURE | MISIASZEK G W |
| AFFILIATIONS | Beijing Normal University |
| ORCID | 0000-0003-2622-1656 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Unsettling conflict and peace through teaching in higher education: Diverse contexts, approaches and pedagogic possibilities
This article serves as the introduction to the Teaching in Higher Education Special Issue (SI) on ‘Conflict, Peace and Teaching in Higher Education’. Conflict permeates contemporary life, and highe
EdTech and the Environment: A Research Program
The global EdTech market, valued at nearly USD 250 billion, generates not only revenue but substantial ecological and planetary costs that the EdTech scholarly community has insufficiently examined. This article argues that those working in and around EdTech bear a moral responsibility to move beyond (non)performative engagement with sustainable development goals toward serious, structural inquiry into the environmental impacts of EdTech. Drawing…
Handbook of Ecological Civilization: Concept, Philosophy, and Pedagogy
‘Diversity’ in higher education teaching: Crucial disruptions, voices, and pedagogical approaches
The scope of benefits, challenges, and possibilities of diversity’s plurality in higher education (HE) teaching is endless. This special issue (SI) of Teaching in Higher Education provides the foll
Four questions for teaching conflict for peace, justice, and sustainability: Higher education roles and responsibilities
Conflict is an inescapable reality in contemporary life, and higher education (HE) is not immune. From armed conflicts to campus protests, university educators increasingly navigate volatile environments where teaching is intertwined with global struggles. Educators may face violence, displacement, or the effects of heightened militarization and censorship on campuses. As student movements advocating for peace and justice intensify, universities …
Beyond-Humans reinventions for criticality: Posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems
Teaching criticality is essential in higher education (HE) for students to better understand the innate and complex connections between acts of environmental violence and social injustices and unpacking the (hidden) politics of such actions. In addition, teaching students literacy skills to read environmental violence through non-anthropocentric lenses critically (re) is vital. Both of these pedagogical goals are essential to disrupt the Anthropo…
Widening students’ ways of knowing global environmental issues through deepened local understandings: Childhood ecopedagogy for praxis
Education is situated between pervasive, multifaceted forces of globalization from above and from below that help and hinder teaching for socio-environmental justice and planetary sustainability. Environmental pedagogues are caught between these forces, complicating teaching students to understand environmental violence in an increasingly globalizing world, connections to social injustices, and valuing Nature’s wellbeing beyond anthropocentric pe…
Wicked Problems Untamed by Attacking Sociology in Higher Education: (Re)Entrenching Sociologies to Prevent Environmental Crises
Deprioritizing and delegitimizing sociologies through global neoliberalization of higher education diminishes societies' ability to tame wicked problems by removing a discipline that untangles the inherent messiness between anti-environmental acts and social injustice. Attacks include thinning sociology into neoliberal, (neo)colonial tools that, at best, ignore and, at worst, justify hegemony, socio-historical oppressions (e.g. racism, patriarchy…
Teaching justice-based environmental sustainability in higher education: Generative dialogues
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education
In this short article, we pose six key questions that we argue as essential to critically problem-pose in achieving teaching for justice-based environmental sustainability (JBES) in higher education (HE). We will be critically posing these questions to all the authors of an upcoming Teaching in Higher Education special issue ‘Higher Education Teaching of Environmentally Just Sustainability’ so they can further unpack these questions, coincide or …
What cultures are being reproduced for higher education success: A comparative education analysis for socio-environmental justice
Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene
This article delves into ecopedagogy, grounded in the work of the Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students to critically deconstruct the subjectivity and transformability of our world (all humans, human populations) with the rest of Earth (i.e., rest of Nature). As Friere emphasized humans’ unique characteristic of ‘unfinishedness’ with abilities of self-reflexivity through our histories and…
Reinventions as brightly glowing illuminations: Response to Lauren’s editorial
Reinventions as brightly glowing illuminations*." Educational Philosophy and Theory, 54(13), pp. 2167–2168
Reinventing: Essence and usefulness of Freire’s work for the past and next 100 years
Possibilities and complexities of decolonising higher education: Critical perspectives on praxis
The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that pr…
Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of Covid-19 with environmental issues
Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issue…
An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): What we have learned from Paulo Freire
This article will discuss Paulo Freire’s global influences on environmental pedagogies and argue that ecopedagogical reinventions are essential for ‘quality’ education, as touted in the United Nations Sustainable Development Goal (SDG) #4, for global, all-inclusive ‘development’ that is planetarily sustainable. The politics of how ‘development’ is taught or not taught to be critically read linguistically and dialogically will be problematized thr…
Public intellectuals in the age of viral modernity: An Epat collective writing project
This is an accepted manuscript of an article published by Routledge in Educational Philosophy and Theory on 07/12/2021, available online: https://doi.org/10.1080/00131857.2021.2010543 \nThe accepted version of the publication may differ from the final published version
The China-threat discourse, trade, and the future of Asia. A Symposium
Michael A. PetersOnce commentators and policy-makers divest themselves of deep cultural Western assumptions that only democracies can prosper economically, or that capitalism and liberal democracy
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’
A key aspect of teaching ‘development’ is understanding the conundrums and tensions between balance and imbalance with constructs of global (all humans, all societies, all populations) and planetary (all of Earth, including humans) spheres. This article deconstructs some key tenets of populist post-truth frameworks (termed as post-truthism in this article) as affecting how development and sustainability is taught within ecopedagogies and argues f…
A critical scholar’s journey in China: A brief Freirean analysis of insider–outsider tensions
As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multi…
Educating the Global Environmental Citizen: Understanding Ecopedagogy in Local and Global Contexts
Misiaszek examines the (dis)connection between critical global citizenship education models and ecopedagogy which is grounded in Paulo Freire’s pedagogy. Exploring how concepts of citizenship are affected by globalization, this book argues that environmental pedagogues must teach critical environmental literacies in order for students to understand global environmental issues through the world’s diverse perspectives. Misiaszek analyses the ways e…
Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies
Globalization and higher education in Southern California: Views from the professoriate
In this study, faculty at institutions of higher education in Southern California were surveyed to determine the ways they interpret the effects of globalization dynamics upon their various teaching and research activities. Faculty in the state’s three higher education tiers spoke positively about the intellectual benefits to be gained by exposure to different worldviews made possible by an increasingly diverse faculty and student body. Divisions…
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’
A key aspect of teaching ‘development’ is understanding the conundrums and tensions between balance and imbalance with constructs of global (all humans, all societies, all populations) and planetary (all of Earth, including humans) spheres. This article deconstructs some key tenets of populist post-truth frameworks (termed as post-truthism in this article) as affecting how development and sustainability is taught within ecopedagogies and argues f…
Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies
Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene
This article delves into ecopedagogy, grounded in the work of the Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students to critically deconstruct the subjectivity and transformability of our world (all humans, human populations) with the rest of Earth (i.e., rest of Nature). As Friere emphasized humans’ unique characteristic of ‘unfinishedness’ with abilities of self-reflexivity through our histories and…
The China-threat discourse, trade, and the future of Asia. A Symposium
Michael A. PetersOnce commentators and policy-makers divest themselves of deep cultural Western assumptions that only democracies can prosper economically, or that capitalism and liberal democracy
Public intellectuals in the age of viral modernity: An Epat collective writing project
This is an accepted manuscript of an article published by Routledge in Educational Philosophy and Theory on 07/12/2021, available online: https://doi.org/10.1080/00131857.2021.2010543 \nThe accepted version of the publication may differ from the final published version
A critical scholar’s journey in China: A brief Freirean analysis of insider–outsider tensions
As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multi…
An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): What we have learned from Paulo Freire
This article will discuss Paulo Freire’s global influences on environmental pedagogies and argue that ecopedagogical reinventions are essential for ‘quality’ education, as touted in the United Nations Sustainable Development Goal (SDG) #4, for global, all-inclusive ‘development’ that is planetarily sustainable. The politics of how ‘development’ is taught or not taught to be critically read linguistically and dialogically will be problematized thr…
Wicked Problems Untamed by Attacking Sociology in Higher Education: (Re)Entrenching Sociologies to Prevent Environmental Crises
Deprioritizing and delegitimizing sociologies through global neoliberalization of higher education diminishes societies' ability to tame wicked problems by removing a discipline that untangles the inherent messiness between anti-environmental acts and social injustice. Attacks include thinning sociology into neoliberal, (neo)colonial tools that, at best, ignore and, at worst, justify hegemony, socio-historical oppressions (e.g. racism, patriarchy…
Globalization and higher education in Southern California: Views from the professoriate
In this study, faculty at institutions of higher education in Southern California were surveyed to determine the ways they interpret the effects of globalization dynamics upon their various teaching and research activities. Faculty in the state’s three higher education tiers spoke positively about the intellectual benefits to be gained by exposure to different worldviews made possible by an increasingly diverse faculty and student body. Divisions…
Globalization and higher education in Southern California: Views from the professoriate
In this study, faculty at institutions of higher education in Southern California were surveyed to determine the ways they interpret the effects of globalization dynamics upon their various teaching and research activities. Faculty in the state’s three higher education tiers spoke positively about the intellectual benefits to be gained by exposure to different worldviews made possible by an increasingly diverse faculty and student body. Divisions…
Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies
Educating the Global Environmental Citizen: Understanding Ecopedagogy in Local and Global Contexts
Misiaszek examines the (dis)connection between critical global citizenship education models and ecopedagogy which is grounded in Paulo Freire’s pedagogy. Exploring how concepts of citizenship are affected by globalization, this book argues that environmental pedagogues must teach critical environmental literacies in order for students to understand global environmental issues through the world’s diverse perspectives. Misiaszek analyses the ways e…
A critical scholar’s journey in China: A brief Freirean analysis of insider–outsider tensions
As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multi…
Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’
A key aspect of teaching ‘development’ is understanding the conundrums and tensions between balance and imbalance with constructs of global (all humans, all societies, all populations) and planetary (all of Earth, including humans) spheres. This article deconstructs some key tenets of populist post-truth frameworks (termed as post-truthism in this article) as affecting how development and sustainability is taught within ecopedagogies and argues f…
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Possibilities and complexities of decolonising higher education: Critical perspectives on praxis
The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that pr…
Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of Covid-19 with environmental issues
Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issue…
An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): What we have learned from Paulo Freire
This article will discuss Paulo Freire’s global influences on environmental pedagogies and argue that ecopedagogical reinventions are essential for ‘quality’ education, as touted in the United Nations Sustainable Development Goal (SDG) #4, for global, all-inclusive ‘development’ that is planetarily sustainable. The politics of how ‘development’ is taught or not taught to be critically read linguistically and dialogically will be problematized thr…
Public intellectuals in the age of viral modernity: An Epat collective writing project
This is an accepted manuscript of an article published by Routledge in Educational Philosophy and Theory on 07/12/2021, available online: https://doi.org/10.1080/00131857.2021.2010543 \nThe accepted version of the publication may differ from the final published version
The China-threat discourse, trade, and the future of Asia. A Symposium
Michael A. PetersOnce commentators and policy-makers divest themselves of deep cultural Western assumptions that only democracies can prosper economically, or that capitalism and liberal democracy
What cultures are being reproduced for higher education success: A comparative education analysis for socio-environmental justice
Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene
This article delves into ecopedagogy, grounded in the work of the Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students to critically deconstruct the subjectivity and transformability of our world (all humans, human populations) with the rest of Earth (i.e., rest of Nature). As Friere emphasized humans’ unique characteristic of ‘unfinishedness’ with abilities of self-reflexivity through our histories and…
Reinventions as brightly glowing illuminations: Response to Lauren’s editorial
Reinventions as brightly glowing illuminations*." Educational Philosophy and Theory, 54(13), pp. 2167–2168
Reinventing: Essence and usefulness of Freire’s work for the past and next 100 years
Teaching justice-based environmental sustainability in higher education: Generative dialogues
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education
In this short article, we pose six key questions that we argue as essential to critically problem-pose in achieving teaching for justice-based environmental sustainability (JBES) in higher education (HE). We will be critically posing these questions to all the authors of an upcoming Teaching in Higher Education special issue ‘Higher Education Teaching of Environmentally Just Sustainability’ so they can further unpack these questions, coincide or …
Handbook of Ecological Civilization: Concept, Philosophy, and Pedagogy
‘Diversity’ in higher education teaching: Crucial disruptions, voices, and pedagogical approaches
The scope of benefits, challenges, and possibilities of diversity’s plurality in higher education (HE) teaching is endless. This special issue (SI) of Teaching in Higher Education provides the foll
Four questions for teaching conflict for peace, justice, and sustainability: Higher education roles and responsibilities
Conflict is an inescapable reality in contemporary life, and higher education (HE) is not immune. From armed conflicts to campus protests, university educators increasingly navigate volatile environments where teaching is intertwined with global struggles. Educators may face violence, displacement, or the effects of heightened militarization and censorship on campuses. As student movements advocating for peace and justice intensify, universities …
Beyond-Humans reinventions for criticality: Posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems
Teaching criticality is essential in higher education (HE) for students to better understand the innate and complex connections between acts of environmental violence and social injustices and unpacking the (hidden) politics of such actions. In addition, teaching students literacy skills to read environmental violence through non-anthropocentric lenses critically (re) is vital. Both of these pedagogical goals are essential to disrupt the Anthropo…
Widening students’ ways of knowing global environmental issues through deepened local understandings: Childhood ecopedagogy for praxis
Education is situated between pervasive, multifaceted forces of globalization from above and from below that help and hinder teaching for socio-environmental justice and planetary sustainability. Environmental pedagogues are caught between these forces, complicating teaching students to understand environmental violence in an increasingly globalizing world, connections to social injustices, and valuing Nature’s wellbeing beyond anthropocentric pe…
Wicked Problems Untamed by Attacking Sociology in Higher Education: (Re)Entrenching Sociologies to Prevent Environmental Crises
Deprioritizing and delegitimizing sociologies through global neoliberalization of higher education diminishes societies' ability to tame wicked problems by removing a discipline that untangles the inherent messiness between anti-environmental acts and social injustice. Attacks include thinning sociology into neoliberal, (neo)colonial tools that, at best, ignore and, at worst, justify hegemony, socio-historical oppressions (e.g. racism, patriarchy…
Unsettling conflict and peace through teaching in higher education: Diverse contexts, approaches and pedagogic possibilities
This article serves as the introduction to the Teaching in Higher Education Special Issue (SI) on ‘Conflict, Peace and Teaching in Higher Education’. Conflict permeates contemporary life, and highe
EdTech and the Environment: A Research Program
The global EdTech market, valued at nearly USD 250 billion, generates not only revenue but substantial ecological and planetary costs that the EdTech scholarly community has insufficiently examined. This article argues that those working in and around EdTech bear a moral responsibility to move beyond (non)performative engagement with sustainable development goals toward serious, structural inquiry into the environmental impacts of EdTech. Drawing…
Political science (19 works) · Sociology (19 works) · Pedagogy (17 works) · Law (13 works) · Higher education (12 works) · Politics (10 works) · Environmental education (9 works) · Epistemology (9 works) · Law (9 works) · Social science (9 works)